{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,9]],"date-time":"2026-03-09T12:29:29Z","timestamp":1773059369842,"version":"3.50.1"},"reference-count":34,"publisher":"Wiley","license":[{"start":{"date-parts":[[2026,3,9]],"date-time":"2026-03-09T00:00:00Z","timestamp":1773014400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,3,9]],"date-time":"2026-03-09T00:00:00Z","timestamp":1773014400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Eur J Dental Education"],"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Dental caries is multifaceted and requires dental undergraduates to receive training in underlying science, risk factors, disease prevention, and treatment. Caries content features at many different points in a Bachelor of Dental Surgery (BDS) programme, making it a large task to consolidate and assimilate in clinical practice. The study aim is to investigate how effective a collaborative educational intervention is in consolidating taught content on dental caries and integrating related clinical experience through co\u2010construction.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A collaborative idea generation tool was adapted using social constructivist principles as an educational intervention to consolidate and co\u2010construct pre\u2010clinical and early clinical caries content. Students visit a series of tables, answering questions through divergent thinking around aspects of caries. A qualitative study aligned to utilisation focused evaluation was conducted through four focus groups: two with students who recently received the intervention, and two with final\u2010year students. Transcripts were analysed using reflexive thematic analysis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Thematic analysis generated themes: Consolidation and co\u2010construction of knowledge of caries; Learning opportunities within Caries Caf\u00e9, Delivery of Caries Caf\u00e9, and Improvements to Caries Caf\u00e9. The caf\u00e9 promoted collective working, while permitting individuals to ask questions. Overall confidence in caries identification increased, but further clinical reference is preferred by students for potential longer\u2010term benefits.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The Caf\u00e9 format served as a method to consolidate and co\u2010construct caries knowledge in a programme where content is dispersed and experiences varied. It provided holistic exposure to a multi\u2010faceted subject, with question topics aligned to domains of a proposed standardised caries curriculum.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/eje.70129","type":"journal-article","created":{"date-parts":[[2026,3,9]],"date-time":"2026-03-09T09:40:27Z","timestamp":1773049227000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Caries Caf\u00e9: A Method for Consolidating and Co\u2010Constructing Knowledge of Caries"],"prefix":"10.1111","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0292-3680","authenticated-orcid":false,"given":"Luisa","family":"Wakeling","sequence":"first","affiliation":[{"name":"School of Dental Sciences Newcastle University  Newcastle upon Tyne UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Lucie","family":"England","sequence":"additional","affiliation":[{"name":"School of Psychology Newcastle University  Newcastle upon Tyne UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8818-6003","authenticated-orcid":false,"given":"Zoe","family":"Freeman","sequence":"additional","affiliation":[{"name":"School of Dental Sciences Newcastle University  Newcastle upon Tyne UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Helen","family":"Rogers","sequence":"additional","affiliation":[{"name":"School of Dental Sciences Newcastle University  Newcastle upon Tyne UK"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Greig","family":"Taylor","sequence":"additional","affiliation":[{"name":"School of Dental Sciences Newcastle University  Newcastle upon Tyne UK"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2026,3,9]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140\u20106736(24)02811\u20103"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1159\/000536637"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/ipd.13181"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909\u2010024\u201006545\u20101"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12903\u2010024\u201004278\u20107"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/ipd.13158"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1600\u20100579.2011.00708.x"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s40670\u2010022\u201001614\u2010w"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.1080\/10720530490273917"},{"key":"e_1_2_12_11_1","doi-asserted-by":"publisher","DOI":"10.1080\/03004270600898893"},{"issue":"5","key":"e_1_2_12_12_1","first-page":"1","article-title":"The World Caf\u00e9: Living Knowledge Through Conversations That Matter","volume":"12","author":"Brown J.","year":"2001","journal-title":"Systems Thinker"},{"key":"e_1_2_12_13_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12912\u2010022\u201000999\u20108"},{"key":"e_1_2_12_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/tct.13449"},{"key":"e_1_2_12_15_1","doi-asserted-by":"publisher","DOI":"10.1111\/medu.13011"},{"key":"e_1_2_12_16_1","volume-title":"Ethical Guidelines for Educational Research","author":"Fox A.","year":"2024"},{"key":"e_1_2_12_17_1","doi-asserted-by":"publisher","DOI":"10.1159\/000330006"},{"key":"e_1_2_12_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1600\u20100579.2010.00667.x"},{"key":"e_1_2_12_19_1","doi-asserted-by":"publisher","DOI":"10.3109\/00016357.2013.822548"},{"key":"e_1_2_12_20_1","doi-asserted-by":"publisher","DOI":"10.1517\/13543771003720491"},{"key":"e_1_2_12_21_1","doi-asserted-by":"publisher","DOI":"10.1034\/j.1600\u20100528.2002.300401.x"},{"key":"e_1_2_12_22_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0300\u20105712(14)50003\u20106"},{"key":"e_1_2_12_23_1","doi-asserted-by":"publisher","DOI":"10.1111\/tct.13416"},{"key":"e_1_2_12_24_1","first-page":"248","article-title":"Thematic Analysis","volume":"222","author":"Clarke V.","year":"2015","journal-title":"Qualitative Psychology: A Practical Guide to Research Methods"},{"issue":"10","key":"e_1_2_12_25_1","first-page":"7","article-title":"Beyond the Four Pillars of F\u2010L\u2010I\u2010P: Exploring Theoretical Underpinnings of Flipped Learning in the Context of English for Academic Purposes","author":"Villegas P.","year":"2022","journal-title":"Language Scholar"},{"key":"e_1_2_12_26_1","doi-asserted-by":"crossref","DOI":"10.4159\/9780674028999","volume-title":"The Process of Education","author":"Bruner J. 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